• Research-based Instructional Strategies: Identifying similarities and differences, cooperative learning, nonlinguistic representations, questions, cues, and advance organizers, summarizing and note taking
• Lesson:5 sessions •Length:30-45 minutes each
• Purpose: The student will be able to explain the differences between weather and climate. The student will be able to synthesize information from multiple sources on climate.
• Objectives: By the end of this unit, students will be able to 1. Synthesize informationfrom multiple sources. 2. Cite sources used. 3. Compare and contrast weather and climate. 4. Analyze the climate of a country. 5. Self-evaluate their product using a rubric, to determine if it meets requirements.
• Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books)William's House by Ginger Howard
Materials:pencils, one file folder per partnership, photo of desert
Equipment: Laptop, Document camera, SMART board
• Collaboration: Students engage in a think-pair-share with a partner to complete a Venn diagram to identify similarities and differences between weather and climate. Students will research two countries' climate regions and compare and contrast them in a final project.
• Assessment: During lesson 3-5, students will work with their partner to create an online poster using Glogster displaying the key features of their country's climate. They will self-assess their work using the student rubric and their final grade will be obtained with the teacher rubric.
• Standards (from the TEKS or other state standards)
Reading and/or writing:Reading 5.11C Reading/Comprehension of Informational Text/Expository Text. Students are expected to analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas; Reading 5.11E Reading/Comprehension of Informational Text/Expository Text. Student are expected to synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres; Reading 5.24D Research/Gathering Sources. Students are expected to identify the source of notes (e.g. author, title, page number) and record bibliographical information concerning those sources according to a standard format
Listening and speaking:Reading 5.26 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that (A) compiles important information from multiple sources;
Other content areas:Science 5.8A Earth and space. The student is expected to differentiate between weather and climate.
Educational technology: Technology 5. Digital Citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to: (B) respect the intellectual property of others; (C) abide by copyright law and the Fair Use Guidelines for Educational Multimedia;
Information literacy (or AASL Indicators) Standard 1: Inquire, think critically, and gain knowledge 1.3 Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
Standard 3:
3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
IMPLEMENTATION
• Process
Session #1: FOCUS - identifying the topic of research
Motivation: The school librarian begins a discussion by asking students, "How were able to decide what to wear to school?" She then shows an image of a desert climate and asks "If you were going on a trip to this location for several weeks, what type of clothing would you pack?" "What made you decide to pack the clothing you chose?"
Student-friendly objectives: 1. Define weather and climate.
2. Compare and contrast weather and climate.
3. List key facts from one source.
4. Record bibliographic information from one source.
Presentation:Students watch a 3 minute video clip and read aloud from a website on the SMART board on weather vs. climate. They then listen to a book read aloud by the school librarian on weather and climate. While the school librarian is reading, the classroom teacher lists key facts from each source onto a graphic organizer on the document camera. The teacher leads a discussion on Synthesizing information from the 3 sources and the school librarian leads instruction on the proper citation of the sources. The teacher leads a discussion on the differences between weather and climate.
Student participation proceduresorStudent practice procedure: 1. Students raise their hand to discuss types of clothing they would take on a trip.
2. Students raise their hand to contribute facts to add to graphic organizer.
3. Students are assigned a partner by working with the student sitting directly behind them. Students sitting in the first and third row will turn and face their partner.
Guided practice: Students complete Venn diagram 1 and begin the Synthesizing graphic organizer. Teacher and librarian support students in ensuring that bibliographic information is complete, and in noting important facts from each source.
Closure:Review Venn diagram, comparing it to the one completed by the educators. Think-pair-share responses to how climate and weather are related.
Summary of Session #2: LINKS and INPUT - Link prior knowledge, resources, etc. and implement the information found Students are paired up and discuss what country they will be researching for their final climate comparison. Educators will instruct students on where to find information sources, and model recording bibliographical information in a given format and simple note taking. Student pairs will begin looking for their own sources, and will record bibliographical information and important facts related to the final project.
Summary of Sessions #3 and 4: LINKS and INPUT - Link prior knowledge, resources, etc. and implement the information found Student pairs will continue gathering, reading, and taking notes on the climate resources for the country they have selected. The teacher and librarian will introduce the rubric for their Glogster final product (students are already familiar with this tool) and will explain that they will create one project poster per partnership. The school librarian and teacher will monitor partners as they complete their project, providing guidance with locating materials, creating their poster, and citing their works. Both the librarian and teacher will give feedback on students’ work and prompt them to make revisions when necessary.
Summary of Session #5: PAYOFF/PRESENTATION - Put it all together and show findings Student partnership present their projects to the rest of the class. Listening audience should ask one project-related question, or make one connection to their own life or research. After all projects are presented, students brainstorm other weather and climate related topics to further research. Examples are: hurricanes, dust storms,climate change, weather and animal habitats, clouds, rainbows, the EPA or other climate change organizations, etc.
• Reflection:IT! - Did I demonstrate Intelligent Thinking throughout the process? 1. What does it mean to synthesize? 2. Besides facts, what other element does synthesizing need? (personal view). 3. What is the purpose of a bibliography? 4. Why should we create a citation for sources we use? 5. What is the difference between weather and climate?
• Extensions (Moreillon 15, 17) 1. Compare a local meteorologist's 10-day forecast with what actually occurs. How often did they get it right? 2. Students create a diorama of a chosen climate region 3. Write a letter to a friend or family member in Texas from the climate region you are "traveling" in. Include what time of year it is, what the weather is like, and what you are wearing or what you packed.
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007. Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012
PLANNING
• Reading Comprehension Strategy: Synthesis
• Reading Development Level: Advanced, 5th grade
• Research-based Instructional Strategies: Identifying similarities and differences, cooperative learning, nonlinguistic representations, questions, cues, and advance organizers, summarizing and note taking
• Lesson: 5 sessions
• Length: 30-45 minutes each
• Purpose: The student will be able to explain the differences between weather and climate. The student will be able to synthesize information from multiple sources on climate.
• Objectives:
By the end of this unit, students will be able to
1. Synthesize information from multiple sources.
2. Cite sources used.
3. Compare and contrast weather and climate.
4. Analyze the climate of a country.
5. Self-evaluate their product using a rubric, to determine if it meets requirements.
• Resources, Materials, and Equipment
Weather Wiz Kids http://www.weatherwizkids.com/
Environmental Protection Agency: http://www.epa.gov/climatechange/kids/index.html
Encyclopedia Britannica: Weather and Climate articles http://school.eb.com/levels/elementary
World Book Encyclopedia: Weather and Climate articles http://www.worldbookonline.com/student/home
VIDEO: National Geographic http://video.nationalgeographic.com/video/climate-weather-sci
Comparing Weather and Climate
Synthesis with Bibliographical Information
Comparing Countries' Climates
• Collaboration: Students engage in a think-pair-share with a partner to complete a Venn diagram to identify similarities and differences between weather and climate. Students will research two countries' climate regions and compare and contrast them in a final project.
• Assessment:
During lesson 3-5, students will work with their partner to create an online poster using Glogster displaying the key features of their country's climate.
They will self-assess their work using the student rubric and their final grade will be obtained with the teacher rubric.
Student Rubric:
Educator Rubric:
• Standards (from the TEKS or other state standards)
Technology 5. Digital Citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to: (B) respect the intellectual property of others; (C) abide by copyright law and the Fair Use Guidelines for Educational Multimedia;
Standard 1: Inquire, think critically, and gain knowledge
1.3 Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
Standard 3:
3.1 Skills
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
IMPLEMENTATION
• Process
Session #1: FOCUS - identifying the topic of research
1. Define weather and climate.
2. Compare and contrast weather and climate.
3. List key facts from one source.
4. Record bibliographic information from one source.
1. Students raise their hand to discuss types of clothing they would take on a trip.
2. Students raise their hand to contribute facts to add to graphic organizer.
3. Students are assigned a partner by working with the student sitting directly behind them. Students sitting in the first and third row will turn and face their partner.
Students complete Venn diagram 1 and begin the Synthesizing graphic organizer. Teacher and librarian support students in ensuring that bibliographic information is complete, and in noting important facts from each source.
Summary of Session #2: LINKS and INPUT - Link prior knowledge, resources, etc. and implement the information found
Students are paired up and discuss what country they will be researching for their final climate comparison. Educators will instruct students on where to find information sources, and model recording bibliographical information in a given format and simple note taking. Student pairs will begin looking for their own sources, and will record bibliographical information and important facts related to the final project.
Summary of Sessions #3 and 4: LINKS and INPUT - Link prior knowledge, resources, etc. and implement the information found
Student pairs will continue gathering, reading, and taking notes on the climate resources for the country they have selected. The teacher and librarian will introduce the rubric for their Glogster final product (students are already familiar with this tool) and will explain that they will create one project poster per partnership. The school librarian and teacher will monitor partners as they complete their project, providing guidance with locating materials, creating their poster, and citing their works. Both the librarian and teacher will give feedback on students’ work and prompt them to make revisions when necessary.
Summary of Session #5: PAYOFF/PRESENTATION - Put it all together and show findings
Student partnership present their projects to the rest of the class. Listening audience should ask one project-related question, or make one connection to their own life or research. After all projects are presented, students brainstorm other weather and climate related topics to further research. Examples are: hurricanes, dust storms,climate change, weather and animal habitats, clouds, rainbows, the EPA or other climate change organizations, etc.
• Reflection: IT! - Did I demonstrate Intelligent Thinking throughout the process?
1. What does it mean to synthesize?
2. Besides facts, what other element does synthesizing need? (personal view).
3. What is the purpose of a bibliography?
4. Why should we create a citation for sources we use?
5. What is the difference between weather and climate?
• Extensions (Moreillon 15, 17)
1. Compare a local meteorologist's 10-day forecast with what actually occurs. How often did they get it right?
2. Students create a diorama of a chosen climate region
3. Write a letter to a friend or family member in Texas from the climate region you are "traveling" in. Include what time of year it is, what the weather is like, and what you are wearing or what you packed.
Moreillon, J. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012